Classroom Management Scenarios

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ClassroomManagement Scenarios

ClassroomManagement Scenarios

PromotingStudent’s Self-awareness, Self-management, Self-efficacy, andSelf-esteem

PartA

Self-awarenessis the ability of an individual to examine and understand oneselfabout the world around them. Self-awareness enables students toimprove their learning, develop proper and meaning relationship withpeers, friends, and teachers. In the given scenario, Mr. Fowler wasable to assist Sasha to develop self-awareness by giving her a chanceto share her drawings with other students in the classroom as a wayof appreciating the capabilities that she has hence she can be ableto understand and further explore the things that she can do.

PartB

Self-managementis the student’s ability to complete tasks independently andreinforcing one’s behavior, which enables the student to improveproductivity in class, improve academic performance and to completeduties and assignments on time. Sasha had a problem of notcompleting assignments on time and seeming to be off task regularly.Mr. Fowler promoted her self-management by moving her desk near hiswork station, it was, therefore, easier for him to monitor and remindher to always remain on task.

PartC

Self-efficacyis the extent of an individual’s belief in the ability toefficiently complete tasks, achieve goals, and take control of one’smotivation and behavior. It enables the student to develop the powerto effectively face challenges, in decision making and theestablishment of personal goals. Mr. Fowler was promoting thestudent’s self-efficacy by doing a follow up on her assignment andprovision of a deadline for the same assignment. This enables thestudent to understand what is expected of her and eventually, shewill be able to establish her goals in completing tasks andassignments. When students have high self-efficacy, they are betterable to face and try out a challenging situation or task rather thanavoiding it entirely.

PartD

Self-esteemis having confidence in one’s abilities or worthiness. Mr. Fowlernoticed that his student Sasha did not have many friends and she wasoften by herself in an isolated area hence she had poor socialskills. She could also be having low self-esteem and therefore unableto interact and connect with others in the class. Allowing her toshare her drawings with peers in class is a way of promoting herself-esteem and self-worth, once other students appreciate herdrawings, she would also feel worthy, capable, and eventually improveher academic performance and the entire learning process.

Strategiesto Encourage Positive Social Interaction, Self-motivation, and ActiveEngagement

PartE

Positivesocial interactions are the types of interaction that occurs betweenstudents which have a positive impact on them, academically, sociallyand emotional development. Verbally praising students for interactingpositively with peer and reinforcing material rewards help toencourage the positive interaction among the students. Mrs. Holt canencourage Eric to assist other students with their assignmentsinstead of disturbing them then praise him and at times present himwith a reward. This will eventually make him understand theimportance of interacting positively with others and to create apositive learning environment.

PartF

Rewardsystems for completing a task can be used as self-motivation strategyfor students and reinforce discipline in class whenever they fail todo as required. Self-motivation is important as it makes the learningprocess to become interesting, continuing and enjoyable [ CITATION Tam16 l 2057 ].Mrs. Holt can reward Eric for completing his work first and whendisturbing other students have a disciplinary action taken againsthim.

PartG

Theteacher should encourage the students to work in groups especiallywhen a task proves to be difficult, allowing the students to teacheach other (Bovey&amp Strain).For Eric who is an above average performer, he can teach otherstudents who are below average this enables the students also toappreciate each other.

References

Bovey, T. &amp Strain, P. (n.d.). Using Environmental Strategies to Promote Positive Social Interactions. Retrieved from Center on the Social and Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/briefs/wwb6.pdf

Stephens, T. L. (2016, January 28). Tips for Encouraging Positive Interactions Between Students With Behavioral Disorders and Peers. Retrieved from Pearson Education: http://www.pearsoned.com/education-blog/tips-for-encouraging-positive-interactions-between-students-with-behavioral-disorders-and-peers/